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2024 ASEE Annual Conference & Exposition

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Hannah E. Glisson, Virginia Polytechnic Institute and State University; Jacob R Grohs, Virginia Polytechnic Institute and State University

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educators and industry partners. This strategic approach seeks to raise awareness oflocal engineering opportunities, contributing to talent retention within the region and fosteringsustainable growth in the skilled technical workforce. AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1943098. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.

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2024 ASEE Annual Conference & Exposition

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Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington; Rae Jing Han, University of Washington; Selen Güler, University of Washington

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reflect the views of theNational Science Foundation.ReferencesBolman, L. G., & Deal, T. E. (2008). Reframing organizations: Artistry, choice, and leadership(4th ed.). Jossey-Bass.Center for Evaluation & Research for STEM Equity, and Rose-Hulman Institute of Technology(2017a). Creating Strategic Partnerships: A Tip Sheet from REvolutionizing engineering andcomputer science Departments (RED) Participatory Action Research. Retrieved fromhttp://depts.washington.edu/cerse/research/current-research/.Center for Evaluation & Research for STEM Equity, and Rose-Hulman Institute of Technology.(2017b). Communicating Change: A Tip Sheet from REvolutionizing Engineering and ComputerScience Departments (RED) Participatory Action Research. Retrieved

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2024 ASEE Annual Conference & Exposition

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Catherine McGough Spence, Minnesota State University, Mankato; Emilie A Siverling, Minnesota State University, Mankato; Michelle Soledad, Virginia Polytechnic Institute and State University

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, Mankato. She has a Ph.D. in Engineering Education, an M.S.Ed. in Curriculum and Instruction - Science Education, and a B.S. in Materials Science and Engineering.Dr. Michelle Soledad, Virginia Polytechnic Institute and State University Michelle Soledad, Ph.D. is a Collegiate Assistant Professor in the Department of Engineering Education at Virginia Tech. Her research and service interests include teaching and learning experiences in fundamental engineering courses, faculty development and support initiatives – including programs for the future engineering professoriate, and leveraging institutional data to support reflective teaching practices. She has degrees in Electrical Engineering (B.S., M.Eng.) from the Ateneo de

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2024 ASEE Annual Conference & Exposition

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Kristin Kelly Frady, Clemson University; Randi Sims, Clemson University

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capital, to provide support for engineeringtransfer students based on individual location and demographic needs. Years 4-5 will supportpiloting, implementation, and iterative improvement of the dashboard.5. Evaluation and Project Outcomes to DateThis CAREER project is guided by a two-phase evaluation methodology. First, an ongoingformative internal evaluation is ongoing integrating the monitoring of research with evaluationthrough assessing achievement of milestones, reflection on project questions, fit-for-purposedata, and sense making. Summative, external evaluation is led by an Advisory Board chair whois an expert in transfer student STEM research is assisted by an Advisory Board of expertsrepresenting key disciplinary areas of study. The

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2024 ASEE Annual Conference & Exposition

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Walter C. Lee, Virginia Polytechnic Institute and State University; Malini Josiam, Virginia Tech Department of Engineering Education

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engineering internships. We willshare these insights in our poster.Education PlanThe goal of our education plan is to provide practitioners with data driven tools for them toprovide more responsive support for their students. Our tools are in the form of workshops,where we use our research findings to educate students and practitioners on the possibilities ofresponsive support, and an SJI. We have made considerable progress on our education plan.During year four, we developed and finalized the structure of our SJI [6], which is an assessmenttool containing one sentence scenarios typical to undergraduate engineering and several responseoptions, reflective of typical student behavior.To finalize the structure of our SJI, we had to pilot our initial

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2024 ASEE Annual Conference & Exposition

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Catherine G. P. Berdanier, Pennsylvania State University; Jacqueline O'Connor, Pennsylvania State University; Karen A. Thole, Pennsylvania State University

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with research. 4. A dedicated staff member whose job is to be a student liaison and plan/coordinate and facilitate REU events is a critical addition to the leadership team.Acknowledgements: This material is based upon work supported by the National Science Foundationunder Grant 2149667. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.References[1] National Academies of Sciences Engineering and Medicine, Advanced Technologies for Gas Turbines.Washington, DC: The National Academies Press, 2020.[2] National Academies of Sciences Engineering and Medicine, Commercial Aircraft Propulsion andEnergy Systems

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2024 ASEE Annual Conference & Exposition

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Anna Stepanova, Texas A&M University; Saira Anwar, Texas A&M University; Juan Carlos Laya, Texas A&M University; Carlos Andres Alvarez Zarikian, Texas A&M University; Nancy Elizabeth Martinez, Texas A&M University; Tracy Anne Hammond, Texas A&M University

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2020 recipient of the TEES Faculty Fellows Award and the 2011 recipient of the Charles H. Barclay, Jr. ’45 Faculty Fellow Award. Hammond has been featured on the Discovery Channel and other news sources. Hammond is dedicated to diversity and equity, which is reflected in her publications, research, teaching, service, and mentoring. More at http://srl.tamu.edu and http://ieei.tamu.edu. ©American Society for Engineering Education, 2024 SedimentSketch, teaching tool for undergraduate sedimentology to provide equitable and inclusive learning for Hispanic students Anna Stepanova Saira Anwar Juan C. Laya Carlos A. Alvarez Zarikian Nancy E

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2024 ASEE Annual Conference & Exposition

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Andrea Ramirez-Salgado, University of Florida; Tanvir Hossain, The University of Kansas; Swarup Bhunia; Pavlo Antonenko

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, experiential [17] and inquiry-based learning [18], collaboration, reflection, andgamified learning experiences [19]. Each lesson is divided into activation, mini-lesson, gameplay,student-led work time, and debriefing. In addition, each lesson features equity spotlights,including Universal Design for Learning (UDL) [7] and Culturally Sustaining Pedagogiesprinciples (CSP) [8].Additionally, educators' self-efficacy influences their confidence in teaching hardware concepts[20]. In our framework, this confidence is further sustained by the integration of teacherimplementation strategies and educative materials, which are informed by the TechnologicalPedagogical Content Knowledge (TPACK) framework [20]. Through this alignment, educators'self-efficacy serves

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2024 ASEE Annual Conference & Exposition

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Haritha Malladi, University of Delaware; Shameeka M Jelenewicz, University of Delaware; Jovan Tatar, University of Delaware

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Reflections On Four Approaches Taken At Rensselaer,” presented at the 2009 Annual Conference & Exposition, Jun. 2009, p. 14.1386.1-14.1386.16. Accessed: Jan. 30, 2020. [Online]. Available: https://peer.asee.org/sustainability-as-an-integrative-lens-for-engineering-education-initial-re flections-on-four-approaches-taken-at-rensselaer[6] J. L. Aurandt and E. C. Butler, “Sustainability Education: Approaches for Incorporating Sustainability into the Undergraduate Curriculum,” Journal of Professional Issues in Engineering Education and Practice, vol. 137, no. 2, pp. 102–106, Apr. 2011, doi: 10.1061/(ASCE)EI.1943-5541.0000049.[7] D. M. Riley, “Pushing the Boundaries of Mass and Energy: Sustainability and Social Justice

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Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Ruben D. Lopez-Parra, Purdue University, West Lafayette; Yuyu Hsiao, University of New Mexico

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this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] M. M. Chemers, E. L. Zurbriggen, M. Syed, B. K. Goza, and S. Bearman, "The role of efficacy and identity in science career commitment among underrepresented minority students," Journal of Social Issues, vol. 67, no. 3, pp. 469-491, 2011, doi: 10.1111/j.1540-4560.2011.01710.x.[2] D. I. Hanauer, M. J. Graham, and G. F. Hatfull, "A measure of college student persistence in the sciences (PITS)," CBE-Life Sciences Education, vol. 15, no. 4, pp. 59- 82, 2016 2016, doi: 10.1187/cbe.15-09-0185.[3] T. Ju and J. Zhu, "Exploring senior engineering students’ engineering identity: the impact

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2024 ASEE Annual Conference & Exposition

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Claire Kaat, Georgia Institute of Technology; Pepito Thelly, Texas A&M University; Julie S Linsey, Georgia Institute of Technology; Astrid Layton, Texas A&M University

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and all the employees, faculty, and volunteers who support the makerspacewhere the analysis was conducted. This work was made possible through the support of theNational Science Foundation under grants 2013505 and 2013547. Any opinions, findings, orconclusions found herein do not necessarily reflect the views of NSF and its employees.References[1] S. Blair, C. Crose, J. Linsey, and A. Layton, "The Effects of COVID-19 on Tool Usage in an Academic Makerspace," presented at the ASEE 2023 Conference & Exposition, Baltimore, Maryland, USA, June 25-28, 2023.[2] C. Kaat, S. Blair, A. Layton, and J. Linsey, "A Study of Makerspace Health and Student Tool Usage During and After the COVID-19 Pandemic," Design Science

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Cassandra McCall, Utah State University; Stephen Secules, Florida International University; Gabriel Van Dyke, Utah State University; Maimuna Begum Kali, Florida International University; Vanessa Tran, Utah State University

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-audio.Guiding Theory: Identity and agency in figured worldsThe overarching framework guiding the A4I Project is Identity and Agency in Figured Worlds.Holland and colleagues [8] introduced this conceptual framework to elucidate the intricatedynamics between social systems and individuals. They define it as the realized capacity of anindividual to deliberately and reflectively engage in activities situated within "socially-produced,culturally-constructed" contexts (i.e., figured worlds, [8], p. 40-41). In this project, we use thisframework to conceptualize engineering education as figured world in addition to others, such asrace and gender, that overlap and influence students’ experiences in their engineering programs.As students iteratively interact

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2024 ASEE Annual Conference & Exposition

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Zechun Cao, Texas A&M University, San Antonio; German Zavala Villafuerte; Ali Jalooli; Renu Balyan; Sanaz Rahimi Moosavi; Francisco Iacobelli, Northeastern Illinois University

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by Chinese-American,Anglo-Indian, or Latino writers [15]. Code-switching can take on various forms, but in this paper,we define it as the use of both Spanish and English in bilingual communication. This showcasesthe intricate linguistic dance that bilingual speakers engage in, which reflects a blend of linguis-tic choice and cultural narrative. This phenomenon is especially prominent in communities whereboth languages are woven into the social and cultural fabric, allowing individuals to fluidly navigatetheir bilingual identities [16], [17]. Beyond simple language mixing, code-switching incorporatesa sophisticated amalgamation of grammatical structures, cultural cues, and contextual relevance,highlighting the cognitive dexterity of bilingual

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2024 ASEE Annual Conference & Exposition

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Lesley M Berhan, The University of Toledo; Anne M Lucietto, Purdue University, West Lafayette

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Engineering Technology, the careeris Engineering” trademarked by the American Society for Engineering Education reflected thetypical experience of ET graduates. However, despite these and other efforts to assert that ETis a separate but equal, less mathematically rigorous, more practical pathway to a traditionalengineering career, this messaging is often inconsistent with the reality of opportunities andadvancement in college and after graduation. Many employers do not hire ET graduates forengineering positions for a variety of reasons, including a lack of familiarity with the preparation 1and qualifications of ET graduates, and the tendency for many employers to still associate ETwith a two-year

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2024 ASEE Annual Conference & Exposition

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Rachel Funk, University of Nebraska, Lincoln; Jim Lewis, University of Nebraska, Lincoln; Leilani Pai, University of Nebraska, Lincoln; Johan Benedict Cristobal, University of Nebraska, Lincoln; Brittany Rader

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NSFGraduate Research Fellowship. Some of these experiences were directly facilitated by the effortsof STEM CONNECT. For example, one Scholar applied and accepted an internship to Hudl aftera local tour, and other Scholars have received extensive feedback on application materials andletters of recommendation from project leaders. A total of twenty university Scholars havegraduated in computing and mathematics-related majors, with an average GPA of 3.66. Ten ofthese Scholars graduated with distinction. Further, 85% were either first-generation, women,and/or URM.The project consistently positioned Scholars as worth investing in. One community collegeScholar reflected on the importance of this positioning: I find it very encouraging knowing that

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2024 ASEE Annual Conference & Exposition

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Omar Ashour, Pennsylvania State University, Behrend College; Sabahattin Gokhan Ozden, Pennsylvania State University, Abington; Ashkan Negahban, Pennsylvania State University, Great Valley

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as close as possible to those reported by the in-person group. 4. The students in the remote group perform at least as well as the in-person group in terms of understanding of the concepts related to databases as reflected by grades for the ISBL assignments.Statistical Comparisons and ResultsTable 2 provides the mean, median, and standard deviation of the outcomes measured in thisexperiment. The outcomes include average ISBL assignment grades, score for each motivationconstruct and the overall motivation, scores for experiential learning constructs environment andutility, self-assessment scores for each of the four database concepts and the averageself-assessment score over all concepts, and the SUS score. To compare the two

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2024 ASEE Annual Conference & Exposition

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Hilda Cecilia Contreras Aguirre, New Mexico State University; Luis Rodolfo Garcia Carrillo, New Mexico State University; William Hamilton, New Mexico State University; Marshall Allen Taylor, New Mexico State University; Lauren Cifuentes, New Mexico State University

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diverse levels ofcompetence learn from one another and their instructors. In a WisCom, learners collaborativelyfollow an inquiry cycle of learning challenges, exploration of possibilities and resources,continuous reflection, negotiation among fellow participants, and preservation of their new-found knowledge.We are applying this framework to generate a learning community among ECE students andinstructors [10]. Research shows that individuals in a shared academic community often interactthrough social media beyond their courses and become colleagues as they build their careers. Toremediate the lack of belonging that our Latinx ECE students feel, sociocultural learning theorieshave been proposed which frame the design, development, implementation

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2024 ASEE Annual Conference & Exposition

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Brittany Paige Trubenstein, Angelo State University

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reflects the student experiences from one medium sized university in West Texas, thesefindings may not be representative of student experiences of a larger sample from other areas ofthe country. Further, as many of the participants were early in their academic careers, theirexperiences may not reflect those who are farther along in their STEM studies. Due to the cross-sectional nature of this study, retention rates of participants within STEM majors were notmeasured. One of the individuals who participated in the focus groups started college as a STEMmajor but changed their major to history. This student provided feedback about theirexperiences after changing majors saying: "I've definitely felt more supported in the historydepartment. Maybe it's

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2024 ASEE Annual Conference & Exposition

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Opeyemi Peter Ojajuni, Southern University and Agricultural & Mechanical College; brian Warren, Southern University and Agricultural & Mechanical College; Fareed Dawan, Southern University and Agricultural & Mechanical College; Yasser Ismail, Southern University and Agricultural & Mechanical College; Albertha Hilton Lawson, Southern University and Agricultural & Mechanical College

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clear and logical algorithms is crucial, demanding proficiency incomputer programming languages commonly used in engineering, such as Python, Java,MATLAB, or others relevant to the discipline. Additionally, CT serves as a foundational skill fordata analysis and modeling across various engineering disciplines. Its widespread adoption inSTEM education institutions, as evidenced by the incorporation of Next Generation ScienceStandards (NGSS), reflects a positive trajectory in developing CT abilities and meeting thedemands for skilled technical workers [12]. The implementation of CT in engineering education necessitates a shift towards student-centered learning strategies to mirror the complexities of real-world problem-solving

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2024 ASEE Annual Conference & Exposition

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Sara A. Atwood, Elizabethtown College; Kelsey Scalaro, University of Nevada, Reno; Rebecca Holcombe

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spontaneous questions toexplore, deepen understanding, and clarify answers to earlier questions [15]. Interviews wereconducted by the third author during the latter half of the fall semester and were audio recordedbefore being transcribed by Otter.ai (Otter.ai Inc, 2023) and edited for clarity by the second author.Interview questions were derived from theory and prompted participants to reflect on theirexperiences with mastery-based learning, features of the program, individual and communityefficacy as educators, as well as their perceptions of the student’s failure mindset, attitudestoward assessment, performance/ competence, metacognition (thinking about learning process),agency (ownership of learning), and engineering identity (Table 1). The semi

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2024 ASEE Annual Conference & Exposition

Authors

Harpreet Auby, Tufts University; Namrata Shivagunde, University of Massachusetts, Lowell; Anna Rumshisky, University of Massachusetts, Lowell; Milo Koretsky, Tufts University

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disciplinary and everyday language in students’ responses. This can help us make thetool a more inclusive generative AI tool that understands the various language students may useto explain their thinking. In turn, instructors and researchers will be more aware of the diverselanguage and thought patterns students use to wrestle with challenging concepts in the discipline.AcknowledgmentsWe acknowledge the support from the National Science Foundation (NSF) through grant EEC2226553. Any opinions, findings, conclusions, or recommendations expressed are those of theauthors and do not necessarily reflect the views of the NSF.References[1] H. Auby, N. Shivagunde, A. Rumshisky, and M. Koretsky, “WIP: Using machine learning to automate coding of student

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2024 ASEE Annual Conference & Exposition

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Katerina Goseva-Popstojanova, West Virginia University; Daniel Mackin Freeman, University of Washington; Robin A.M. Hensel, West Virginia University

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in Spring 2023Overall, compared to previous years [18],[19] the gender and racial diversity of the eligibleapplicants and ACCESS scholars decreased despite the wide range of outreach efforts, some ofwhich specifically targeted underrepresented groups of students. The decline in diversity,especially compared to Cohort 1, may partially be due to the fact that many current WestVirginia University students from underrepresented groups, who were eligible for the ACCESSscholarship, applied and were selected in the earlier years of the ACCESS project. In addition,decreased diversity may be reflecting the broader trends in college enrollment, broader genderand racial disparities in Computer Science and

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2024 ASEE Annual Conference & Exposition

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Diego Alejandro Polanco-Lahoz, Texas Tech University; Jennifer A Cross, Texas Tech University; Kelli Cargile Cook, Texas Tech University; Mario G. Beruvides P.E., Texas Tech University; Jason Tham, Texas Tech University; Md Rashedul Hasan, Texas Tech University

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al.’s researcher identity scales, which aim to measure the sameconstructs as in the current research, originally contained 26 total items, but were reduced 16total items following the factor analyses of these scales and those of the related identities(scientist and engineering). One unique advantage of Perkin et al.’s approach is that many of theitems provided a more detailed reflection on the specific context of doctoral education. Forexample, the dissertation advisor is proposed as a critical external source of recognition and thusthe following item was added: “My advisor(s) see me as a RESEARCHER.”2 Similarly, thecompetence scale in Perkins et al. work focuses more on specific competencies associated withresearch, such as delivering

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2024 ASEE Annual Conference & Exposition

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Kathleen Ann Dinota, Stony Brook University; Monica Bugallo, Stony Brook University

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university and were given time to explore the science andengineering practices in NGSS and the progression of expected student competency fromkindergarten through graduation. The workshop engaged teachers in hands-on engineeringexperiences, included direct instruction on engineering practices and provided time to reflect onways to incorporate these practices in their science classroom. In addition, each participant wasrequired to complete a final project from a list of options provided. Many of the teachers createdand instructed new engineering lessons for their classrooms, while being observed by universitystaff. Several teachers used university-based lessons as a means of providing engineering lessonsto their students. Upon completion of the

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2024 ASEE Annual Conference & Exposition

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Larkin Martini, Virginia Polytechnic Institute and State University; Dorian Bobbett, University of Michigan; Jeanne Sanders, University of Michigan; Karin Jensen, University of Michigan; Mark Vincent Huerta, Virginia Polytechnic Institute and State University

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to understanding psychological safety in engineeringdoctoral education. By investigating the impact of psychological safety on students anddeveloping resources to enhance faculty-student relationships, we seek to foster inclusive,psychologically safe research environments that support graduate student success and enhancedresearch innovation.AcknowledgmentsThis work was funded by the the National Science Foundation (Award #2224421) Any opinions,findings, and conclusions or recommendations expressed in this material are those of the authorsand do not necessarily reflect the views of the National Science Foundation.References[1] L. L. Baird, “Helping graduate students: A graduate adviser’s view,” New Dir. Stud. Serv., vol. 1995, no. 72, pp

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2024 ASEE Annual Conference & Exposition

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Sudeshna Pal, University of Central Florida; Ricardo Zaurin, University of Central Florida; Sierra Outerbridge, University of Central Florida; Michelle Taub, University of Central Florida; Hyoung Jin Cho, University of Central Florida

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students intheir learning. [5], [7] As outlined in the principles of good feedback practice, by Nicol, goodfeedback can “facilitate the development of self-assessment and reflection in learning” andmotivate the students to “close the gap between current and desired performance.” Onlineassessments can also provide students with a certain amount of flexibility, which can beadvantageous for those with work responsibilities and family care needs. One challenge inimplementing online assessments is academic dishonesty, as students have increasedopportunities for cheating, especially in poorly proctored assessments. However, measures suchas test-taker verification, plagiarism detection software, and supervised monitoring of testingconditions can

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2024 ASEE Annual Conference & Exposition

Authors

LaTricia Walker Townsend, North Carolina State University; Tameshia Ballard Baldwin, North Carolina State University; Micaha Dean Hughes, North Carolina State University; Aaron Arenas, North Carolina State University

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resources such as a chamber of commerce or other connectorgroup familiar with local industry, and communication project progress and accomplishmentsregularly.AcknowledgementThis material is based upon work supported by the National Science Foundation under Grant No.1949454. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] Allen, P.J., Lewis-Warner, K., & Noam, G.G. (2020). Partnerships to transform STEM learning: A case study of a STEM learning ecosystem. Afterschool Matters, 31, 30-41.[2] Pattison, N. P.(2021). Powerful partnership: An exploration of the benefits of school and industry

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2024 ASEE Annual Conference & Exposition

Authors

Andrew Moffat, University of Michigan; Robin Fowler, University of Michigan; Rebecca L Matz, University of Michigan; Xiaping Li, University of Michigan; Spencer JaQuay, University of California, Irvine; Madison Jeffrey, University of Michigan; Mark Mills, University of Michigan

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messages and instructional content, including graphs of data situating team ratings. Thetool asks students to reflect on the messages and patterns that they see in their team, as well as todescribe behaviors they might try next using strategies from motivational interviewing.The National Science Foundation program for Improving Undergraduate STEM Education(IUSE) awarded the authors a grant to support evaluating the effectiveness of this tool, both interms of its ability to detect inequity and exclusion and in terms of its interventions. In this shortpaper and associated poster we summarize some of this work. Specifically, we will present howwe have operationalized “diverse” and “effective” teams, as well as how statistical measures ofthese

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2024 ASEE Annual Conference & Exposition

Authors

Haniye Mehraban, Oklahoma State University; John Hu, Oklahoma State University

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] M. J. Scott and G. Ghinea, “On the domain-specificity of mindsets: The relationship between aptitude beliefs and programming practice,” IEEE Transactions on Education, vol. 57, no. 3, pp. 169–174, 2014.[32] D. A. Fields, Y. B. Kafai, L. Morales-Navarro, and J. T. Walker, “Debugging by design: A constructionist approach to high school students’ crafting and coding of electronic textiles as failure artefacts,” British Journal of Educational Technology, vol. 52, no. 3, pp. 1078–1092, 2021. [Online]. Available: https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13079[33] D. A. Fields and Y. B. Kafai, “Debugging by design: Students’ reflections on designing buggy e-textile projects,” Proceedings of

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Authors

Sarah A Wilson, University of Kentucky; Joseph H Hammer; Jerrod A Henderson, University of Houston; Sherri S Frizell, Prairie View A&M University

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student mental health and increasing professional help seeking, especially for studentswho are historically excluded in engineering.Theoretical FrameworkThe IBM is utilized to identify beliefs influencing behavior within a given population [9], whichis grounded in research indicating that intention strongly predicts behavior [10, 11]. In the contextof this project, the IBM asserts that the key driver for help-seeking behavior is the intention to seekhelp (Figure 1). Intention is influenced by three help-seeking mechanisms—attitude, perceivednorm, and personal agency— which are shaped by help-seeking beliefs. Attitude reflects anindividual's overall evaluation (positive or negative) of help-seeking, considering outcome beliefs(anticipated positive